本文選題：美國　切入點：赫爾巴特學派　出處：《河北大學》2011年博士論文

【摘要】：科學教育學的奠基人赫爾巴特1841年逝世后，他建立于倫理學和心理學基礎之上的教育理論在德國沉寂達25年之久，直到60年代，，他的門徒齊勒爾等人才使其重見天日，一場赫爾巴特學派運動開始興起。19世紀末20世紀初，運動的中心由德國轉移到美國，形成了以德加謨、麥克默里兄弟為代表的美國赫爾巴特學派運動。在19世紀末知識倍增和學校人數(shù)急遽擴張的時代，赫爾巴特教育思想的到來無疑給身處困境的美國教育帶來了一絲曙光。美國赫爾巴特學派結合美國教育實際，對赫爾巴特教育理論進行了適當?shù)母脑�，并將其運用到教育實踐中，促進了美國學校教育目的、課程設置、教學方法、師資建設等一系列重要方面的改進和發(fā)展。20世紀初，美國赫爾巴特學派內部的分裂日益加劇，其他社會改革運動也風起云涌。在內外力量的沖擊下，美國赫爾巴特學派運動迅速走向衰落，很快被以杜威為代表的進步主義教育運動所替代。然而，赫爾巴特教育思想中保留下來的合理內核在教育實踐中繼續(xù)發(fā)揮著積極的影響。 美國赫爾巴特學派運動是國際性赫爾巴特學派運動的重要組成部分，是對德國赫爾巴特學派教育思想的繼承與發(fā)展。赫爾巴特學派教育理論中的“統(tǒng)覺理論”、“興趣學說”、“集中與相關原則”、“文化紀元理論”、“五步教學法”等重要方面在美國得到了充分討論，并為教育界所接受，所推崇。正是由于美國赫爾巴特學派的不懈努力，“科學的教育學”才真正開始進入美國學校，它為美國現(xiàn)代教育制度的發(fā)展奠定了基礎。因此，對美國赫爾巴特學派運動進行深入研究，不僅可以全面了解它興衰的歷史及原因，準確把握它的思想內涵，而且在一定程度上可以彌補我國對美國赫爾巴特學派教育思想研究不足的缺憾。 論文正文共五章。前三章詳細梳理了美國赫爾巴特學派運動興起、興盛及衰落的全過程。第四章分別從理論、實踐和影響三個方面對德、美赫爾巴特學派運動進行了異同比較，以便全面而深入地把握美國赫爾巴特學派運動的實質。第五章在對美國赫爾巴特學派運動的意義、歷史地位進行客觀評價的基礎上，總結它的主要特點，探討它對我國當前基礎教育改革的啟示。
[Abstract]:After the death of Herbart, the founder of scientific pedagogy, in 1841, his educational theory, based on ethics and psychology, remained silent in Germany for 25 years, until the 1960s, when his disciples, such as Zilar, brought him back to life.At the end of the 19th century and the beginning of the 20th century, the center of the movement shifted from Germany to the United States, forming the Helbart school movement represented by the brothers Degamu and McMurray.At the end of the 19th century, with the multiplication of knowledge and the rapid expansion of the number of schools, the arrival of Herbart's educational thought undoubtedly brought a glimmer of light to the troubled American education.The American Helbart School combined with the American educational practice has reformed Helbart's educational theory and applied it to the educational practice, thus promoting the purpose, curriculum and teaching method of American school education.The improvement and development of a series of important aspects such as teacher building. At the beginning of the 20th century, the division within the Helbart School in the United States increased day by day, and other social reform movements surged.Under the impact of internal and external forces, the Helbart school movement in the United States quickly declined and was replaced by the progressive education movement represented by Dewey.However, the reasonable kernel retained in Herbart's educational thought continues to play a positive role in educational practice.The American Helbart school movement is an important part of the international Helbart school movement, and it inherits and develops the German Herbart school's educational thought.The "apocalyptic theory", "interest theory", "centralization and related principles", "cultural epoch theory", "five-step teaching method" and other important aspects of Helbart's educational theory have been fully discussed in the United States and accepted by the educational circles.Respected.It is precisely because of the unremitting efforts of the Helbart School in the United States that the Science of Pedagogy really began to enter American schools, which laid the foundation for the development of the modern American educational system.Therefore, an in-depth study of the Helbart school movement in the United States can not only fully understand the history and causes of its rise and fall, but also accurately grasp its ideological connotation.To some extent, it can make up for the deficiency of American Helbart school's educational thought.There are five chapters in the paper.The first three chapters combed the whole process of the rise, prosperity and decline of the Helbart School in America.The fourth chapter compares the German and American Herbart school movements from three aspects of theory, practice and influence, in order to grasp the essence of the American Herbart school movement comprehensively and deeply.On the basis of the objective evaluation of the significance and historical status of the Helbart School in the United States, the fifth chapter summarizes its main characteristics and probes into its enlightenment to the reform of basic education in our country at present.
【學位授予單位】：河北大學
【學位級別】：博士
【學位授予年份】：2011
【分類號】：G40

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